scholarly journals The Structural Parts of Paragraph Writing by Indonesian EFL Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Wuwuh Yunhadi
Keyword(s):  
Content Analysis ◽  
Undergraduate Students ◽  
English Language ◽  
Study Data ◽  
Efl Learners ◽  
Structural Part ◽  
Structural Parts

This research is aimed at describing the structural part types of paragraph writing made by the undergraduate students at University of Kutai Kartanegara. This study used content analysis as the design, focusing on the structural parts and the unity of paragraph writing in developing English academic essays written in English language. The study assigned 9 students as a subject of the study. Data of this study included English essays using different topics. This study revealed that not all students understand how to write a good and unified paragraph. The fact is that some students tend to having problem in writing structural parts of paragraph such as topic sentence, supporting sentences, and concluding sentence. In this case, appropriate structural parts of a paragraph leads to the unity of the paragraph. Furthermore, failures of the students in producing unified paragraph dominantly caused inappropriate supporting sentences. The mistake done by the students in developing supporting idea of a paragraph is caused by their lack knowledge of the function of topic sentence.

scholarly journals Investigating Indonesian EFL learners’ knowledge and use of English causative constructions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
David Wijaya ◽  
Evelyn Winstin
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Language Education ◽  
Study Data ◽  
Sentence Completion ◽  
Efl Learners ◽  
Causative Constructions ◽  
Functional Aspects ◽  
Improve Instruction ◽  
Causative Construction

Abstract This paper explored Indonesian EFL learners’ explicit knowledge, processing, and use of English periphrastic causative constructions make, have, and get. 20 English L1 speakers and 20 Indonesian intermediate level EFL learners majoring in English Language Education at an Indonesian university took part in this study. Data were collected through a cloze task, a sentence completion task, an interpretation task, and a set of open-ended questions asking learners to provide descriptions about their knowledge of the constructions. Results showed that learners did not always use the first noun strategy to identify the agent in a passive causative construction. Also, their suppliances of the causative verbs in most items did not significantly differ from L1 speakers. However, the syntactic patterns were mostly non-target-like. They demonstrated insufficient explicit knowledge that could enable them to verbalize the formal and functional aspects underlying the constructions. Pedagogical implications along with suggestions to improve instruction are discussed.

Metaphorical competence in EFL

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 155-173 ◽  
Author(s):  
Fiona MacArthur
Keyword(s):  
Undergraduate Students ◽  
Cognitive Linguistics ◽  
English Language ◽  
Efl Learners ◽  
Effective Feedback ◽  
Metaphorical Language ◽  
Linguistic Resources ◽  
Language Classroom ◽  
Using Data ◽  
Communication Demands

Although there exists a number of studies that have shown the benefits of applying the cognitive linguistics notion of motivation to foster comprehension and retention of conventional English metaphors, relatively little attention has been paid to EFL learners’ productive use of metaphor in speech and writing. Using data gathered in a post-intermediate English language classroom, I describe and explore the metaphorical language used by undergraduate students in their writing. The data show that learners use metaphor to express their ideas on complex, abstract topics, but that the resulting metaphorical usage is not always conventional or felicitous. Since metaphor is deployed by EFL learners in response to particular communication demands, teachers need to find ways of providing appropriate feedback on learners’ efforts to make use of their limited linguistic resources to express their own meanings. However, how effective feedback is to be given is not always straightforward. I discuss some of the problems involved and suggest areas that are in need of further research.

scholarly journals Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

2021 ◽  
Author(s):  
Rebaz Bahadeen Mohammed Nuri ◽  
Awder Raza Aziz ◽  
Kochar Ali Saeed ◽  
Shaiy Karwan Tofiq ◽  
Soma Soran Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Negative Impact ◽  
Language Skills ◽  
Study Data ◽  
Efl Learners ◽  
Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

scholarly journals The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses

2020 ◽  
Vol 10 (4) ◽  
pp. 227
Author(s):  
Aziza Kavlu
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
English Language ◽  
Teaching Method ◽  
Learning By Doing ◽  
Project Based Learning ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Project Work ◽  
Efl Learners

Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment.

scholarly journals Trilinguals' Identity Synergism Through Pragmatic Skills

2020 ◽  
Vol 6 (2) ◽  
pp. 165-180
Author(s):  
Esmaeel Ali Salimi ◽  
Hadi Abedi
Keyword(s):  
Content Analysis ◽  
Speech Acts ◽  
English Language ◽  
Native Speakers ◽  
English Version ◽  
Written Discourse ◽  
Efl Learners ◽  
Pragmatic Skills ◽  
Verbal Strategies ◽  
Insight Into

Recent studies on bilingualism and pragmatics paid little attention to trilingual speakers. This investigation examined the trilinguals' identity synergism by drawing on their linguistic repertoire and discursive identity through pragmatic skills. For this purpose, twenty advanced EFL learners with Persian and Turkish as their mother tongues were homogenized through IELTS and played roles in Persian, Turkish, and English languages. For modeling, three monolingual native speakers of the English language responded to the English version of written discourse completion tests taken from the same role-plays. The data underwent content analysis to extract and codify the themes. The results revealed a synergy among the trilinguals' discursive systems when performing apology, complaint, refusal, and request speech acts. Multidirectional transfers among the trilinguals' Turkish, Persian, and English languages developed a form of English communication that was different from that of the native speakers' model. Gestures and mimes were the non-verbal strategies employed more in the trilinguals' Turkish and English languages than their Persian. This study helps researchers and teachers gain insight into identity, pragmatics, and multilingualism.

scholarly journals Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

2021 ◽  
Vol 7 (1) ◽  
pp. 202-216
Author(s):  
Rebaz Bahadeen Mohammed Nuri ◽  
Awder Raza Aziz ◽  
Kochar Ali Saeed ◽  
Shaiy Karwan Tofiq ◽  
Soma Soran Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Negative Impact ◽  
Language Skills ◽  
Study Data ◽  
Efl Learners ◽  
Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

scholarly journals The Effect of Using Conjunction as Cohesive Device on the Undergraduates’ Quality of Writing in Argumentative Essays of Jordanian EFL Learners

2020 ◽  
Author(s):  
Rawhi Yousef Salman Al Shamalat ◽  
Che An Binti Abdul Ghani
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Mixed Method Research ◽  
Writing Quality ◽  
Efl Learners ◽  
Cohesive Devices ◽  
Efl Students ◽  
Argumentative Essays ◽  
Mu'tah University

The goal of this research was to investigate the effect of use conjunctions on the overall quality of argumentative writing of Jordanian English as foreign language (EFL) learners. This mixed-method research included sixty (n=60) undergraduate students at the Department. of English Language and Literature at Mu’tah University in Jordan. The participants of the research were selected using purposive sampling method. The data of the research were collected using written essays and interviews. The data was analyzed using SPSS. The data was collected using analytical scale Jacob et al., (1981) to measure the quality of argumentative essays. The result of this research showed that there was a weak negative but irrelevant correlation between writing quality and the frequency of conjunctions as cohesive devices. This correlation indicates that the frequent and general use of devices in the writing of Jordanian students did not contribute to the quality of the writing under any conditions. Also the finding revealed that there is an extremely negative but irrelevant correlation between the use of conjunctions devices by Jordanian EFL students and their writing quality. Therefore, the correlation was negative and insignificant for Jordanian EFL students. More specifically, the result shows that the frequencies of conjunctions were not found as an indicator of good writing quality for Jordanian EFL students. This research is significant for providing a considerable number of pedagogical implications for further research that will offer great contribution to the field of teaching writing in EFL setting in Jordan in particular and English as second language (ESL) context in general. Moreover, the research has shown a better understanding of cohesive devices / conjunctions by Jordanian EFL students at Mu’tah University.

scholarly journals Using Hybrid Problem-based Learning (HPBL) Approach to Enhance Libyan EFL Students’ Engagement with English Language

2019 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Eman Fathi Baresh ◽  
Suraini Mohd Ali ◽  
Ramiaida Darmi
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Qualitative Data ◽  
Case Study Research ◽  
Problem Based Learning ◽  
First Year ◽  
Efl Learners ◽  
Efl Context ◽  
Efl Students

This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.

scholarly journals UNDERGRADUATE STUDENTS PERCEPTIONS ON EXTENSIVE READING STRATEGY IN VOCABULARY CLASS

2020 ◽  
Vol 3 (5) ◽  
pp. 534
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Content Analysis ◽  
Undergraduate Students ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Group Discussion ◽  
Language Education ◽  
Reading Strategy ◽  
Essential Elements ◽  
Vocabulary Knowledge ◽  
Extensive Reading

AbstractVocabulary is one of the essential elements of English Language Teaching. It is therefore important to ensure that the students are able to obtain sizable vocabulary knowledge during their academic performance. Extensive reading strategy played a major role in that process. Two research problems were proposed in this study. The first is to know the effectiveness of extensive reading strategy in vocabulary class. The second is to discover the significant improvement of English Language Education students’ vocabulary knowledge through extensive reading strategy. In this qualitative study, three research instruments: observation, classroom survey, and focus group discussion were employed. Qualitative content analysis was implemented to draw meanings out of the data gathered. Five major findings were as follows: (a) ELESP students viewed vocabulary as an important element in English language mastery (b) Loved reading extensively (c) Had limited time to read (d) Lose their reading motivation easily (e) Suggested regular checking of vocabulary books.Keywords: vocabulary, extensive reading strategy, qualitative content analysis

scholarly journals Learner autonomy and English proficiency of Indonesian undergraduate students

2021 ◽  
Vol 16 (2) ◽  
pp. 803-818
Author(s):  
M. Melvina ◽  
J. Julia
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
English Proficiency ◽  
Learner Autonomy ◽  
Efl Learners ◽  
Teachers And Students ◽  
The Relationship ◽  
Political Variables ◽  
Sociocultural Variable

This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.   Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS. 

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